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304-SUP Brochn and Technologydinator of theests include earlyen co-editor ofChildreneadingor Literacy (1995),Literacy3/2/015:35 PMPage 1 (3,1)The Im p o rt a n c eof the Classroom Libraryby Susan B. NeumanA large, varied, and often-refreshed collection of booksin the classroom is a vital ingredient in improvingreading performanceIntroduction). “Encouragingiterature programReading Researchhe effects of groupding.” Readinga difference: AResearch“The effects ofhildren’s& S. McCormickors: Issues inhicago, IL:48.eracy’sn., S. (1996).or children inEmergency2). ConstructingCenters of Inquiryemann.acks for24-6527).matic, genre,cholastic.com,Recent studies on literacy confirm what educators have known for years: the more contactchildren have with books, the better readers they become. Teachers can promote betterreading performance by reading to children daily and by having them interact with booksthrough the extensive use of classroom libraries. This paper outlines some of the most recentresearch on classroom libraries and gives specific ideas on how to apply these important findings in the classroom: the benefits of surrounding children with books the important role of the classroom library in developing literacy characteristics of an effective classroom library reading activities to improve literacyThe More Time Children Spend Reading,the Better Readers They BecomeFor virtually all children, the amount of time spent reading in classrooms consistently acceleratestheir growth in reading skills (Anderson, 1996; Anderson, Wilson & Fielding, 1988; Cunningham &Stanovich, 1998). One study (Anderson & Nagy, 1992) estimates that children learn an average of4,000 to 12,000 new vocabulary words each year as aTime Spent Reading Correlated withresult of book reading. Another study (Anderson et al.,Achievement in 5th Graders1988) found that the highest achievers in 5th gradeclassrooms were likely to read over 200 times as manyminutes per day (21 minutes) as the lowest achievers(who read for less than one tenth of a minute per day).Such striking findings might be related to the number21 minutes/dayof “rare” words outside of their current vocabulary thatchildren encounter in reading versus other languageLess than 6activities. For example, Cunningham and Stanovichseconds/day(1998) report that children’s books have 50% more10th Percentile90th Percentilerare words in them than adult prime-time televisionAchievement Level(Anderson et al., 1988)or the conversation of college graduates.1

304-SUP Broch3/2/015:35 PMPage 2 (1,1)Together, these studies provide convincingevidence that the amount of reading is a majorfactor in growth in literacy.libraries start with at leaspurchase two additionaleach year. The Marylandthe Maryland State Deparrecommends each elemelibrary media center contitles per student. Each ccontain a minimum of 5partially drawn from theUnfortunately, however, socioeconomic factorscan lead to tremendous disparities in access tobooks at home (Smith, Constantino, & Krashen,1996). As a result, the International ReadingAssociation strongly advocates for school librarymedia centers and classroom libraries to providebooks for all children.Optimal Number of BooClassroom Library 300-600, dependinand number of copThe Classroom Library HelpsDevelop LiteracyRecent research emphasizes the importanceof the classroom library, particular inchildren’s literacy development. In onelarge-scale study (Neuman, 1999), classroomlibraries with high-quality books were placed inover 350 schools to enhance the language andliteracy environment of 18,000 economicallydisadvantaged children.In one study, classsroomlibraries increasedreading time by 60%Findings revealed that with books in closeproximity to classroom activity: time spent reading increased by 60%compared to a control group literacy-related activities more thandoubled, from an average of 4 interactionsper hour to 8.5 interactions per hour letter knowledge, phonemic awareness,concepts of print and writing, and narrative2Number of Books TeachChildren to Read Durincompetence rose 20% more than the controlgroup after a year, followed by continuedgains 6 months and 12 months later 1st Grade/Picture B 2nd Grade and up/Many and Varied Books MakeClassroom Libraries Most EffectiveFountas and Pinnell (199tion of about 300-600 bograde level and numberTheir calculations estimaexpect first-graders to readuring the school year, aare likely to read longerthe year.Quality classroom libraries are not simplycollections of children’s trade bookslocated in the back corner of the room.There are certain characteristics and design featuresthat strongly influence whether or not classroomlibraries may be used to their full potential toimprove children’s reading performance.A Large Supply of BooksIn order to attract and hold children’s interests,classroom libraries must be stocked with manygood books. According to the American LibraryAssociation (Hack, Hepler, & Hickman, 1993),classroom libraries should include about 300titles, single and multiple copies, as part of apermanent collection, with supplements from awell-stocked school library. The InternationalReading Association recommends that classroom3

304-SUP Broch3/2/015:35 PMPage 2 (2,1)libraries start with at least 7 books per child andpurchase two additional new books per childeach year. The Maryland Reading Task Force ofthe Maryland State Department of Education (1998)recommends each elementary school provide alibrary media center containing a minimum of 20titles per student. Each classroom collection shouldcontain a minimum of 500 titles, which could bepartially drawn from the library media center.Optimal Number of Books in aClassroom Library 300-600, depending on grade leveland number of copies of each titleNumber of Books Teachers Should ExpectChildren to Read During the School Yeare controltinueder 1st Grade/Picture Books: 100-125 2nd Grade and up/Chapter Books: 50-75Fountas & Pinnell (1996)kefectiveFountas and Pinnell (1996) recommend a collection of about 300-600 books, depending on thegrade level and number of copies of each title.Their calculations estimate that teachers shouldexpect first-graders to read about 100-125 booksduring the school year, and older children, whoare likely to read longer books, 50-75 books forthe year.not simplybooksthe room.gn featureslassroomtial toce.High-Quality BookA Wide Variety of Books, ReplenishedRegularlyClassroom libraries need to include a wide varietyof books that span a significant range of difficulty.Some of the books should be relatively easy, andsome should be challenging for all children. Thesebooks may be divided into a “core” collection anda “revolving” collection (Cullinan & Galda, 1994).Just like a public library, the core collection is thepermanent collection, available throughout theyear. The revolving collection, on the other hand,changes every few weeks, based on the topics tobe studied in class, the children’s current interests,and special holidays throughout the year.To spark children’s ireading, books mustcaptivate their imagiwant to return to theOnly high-quality bo(Neuman, 1999). Ratbooks from garage sphysically attractive,interesting, bright illshould be added tolibrary on a regularAn Attractive SettiChildren are more lilibraries and activelythey are physically afeatures have been iWeinstein, 1986; NeuVariety of GenresChildren also need to be exposed to a range oflanguage, topics, genres, and perspectives (McGee& Richgels, 1996). They need books that reflectthe diverse, multicultural nature of our society,books where they can learn about themselves andothers. The literature selection should include: Partitions: Bookat least two sidegiving childrenproviding a quie Traditional stories: Familiar stories that arefound in every culture, including fables, folktales, myths and legends Ample space: Taccommodate a Fantasy: Stories that contain characterswho may have superhuman powers thatspark children’s imaginations Comfortable fubean bag chairsto create a comf Realistic fiction: Stories with characters,settings and events that could plausiblyhappen in true life Open-faced anOpen-faced booof the books, anthe library; tradibaskets hold muchildren to read Historical fiction: Stories set in the past,accurately reflecting the time period in whichthey occurinterests,h manyn Library1993),t 300t of as from anationallassroom Biographies and autobiographies: Booksabout the lives of everyday or famous people Literacy displafrom the publicmessage centerbooks), listening Information: Books that provide realistic,accurate and authentic information34

304-SUP Broch3/2/015:35 PMPage 2 (3,1)High-Quality BookslenishedTo spark children’s interest and enthusiasm aboutreading, books must catch children’s attention,captivate their imaginations, and make themwant to return to their pages again and again.Only high-quality books will achieve these goals(Neuman, 1999). Rather than some old tatteredbooks from garage sales, books need to lookphysically attractive, with fresh covers andinteresting, bright illustrations. Brand-new booksshould be added to replenish the classroomlibrary on a regular basis.a wide varietyge of difficulty.vely easy, andchildren. These” collection and& Galda, 1994).ollection is theoughout thehe other hand,n the topics tocurrent interests,e year.to a range ofpectives (McGees that reflectour society,themselves anduld include:aphies: Booksfamous people Literacy displays and props: Book postersfrom the public library, an author’s display,message center (for favorite reviews ofbooks), listening corner, puppets, and flannelide realistic,mation4 Permanent “core” collection and regularlyreplenished “revolving” collection Variety of genres Attractive, inviting setting Open-faced and traditional bookshelves:Open-faced bookshelves display the coversof the books, and naturally attract children tothe library; traditional bookshelves, carts, andbaskets hold multiple copies of books forchildren to read to each otherin the past,eriod in which Wide range of reading difficultyChildren are more likely to visit classroomlibraries and actively participate in them whenthey are physically attractive. A number of designfeatures have been identified (Morrow &Weinstein, 1986; Neuman & Roskos, 1992): Comfortable furnishings: Pillows, carpeting,bean bag chairs, plants, and flowers all helpto create a comfortable atmosphere for readingcharacters,plausibly 300-600 books New books with appealing covers Ample space: There should be room toaccommodate about 4 or 5 children at a timeharactersowers thatCharacteristics of a Literacy-BuildingClassroom LibraryAn Attractive Setting Partitions: Bookshelves or other barriers onat least two sides help to set the library apart,giving children a sense of privacy andproviding a quiet, cozy setting for readingtories that areng fables, folkboard encourage children to use the libraryin many different ways, for quiet reflectionand reading, reenactments of stories, andconveying messages to one anotherRegular Reading Improves Literacyand ComprehensionTime for ReadingChildren need time to read independently everyday. Most authorities recommend about 20minutes of uninterrupted time per dayto “get lost in a book” (Allington,et al., 1996). Elster (1994) suggeststhat teachers establish a daily“sustained engagement time”when all children are expectedto be engaged with booksin whatever mannermost comfortableto them, whetherbrowsing throughbooks, lookingat pictures, orreading thelibrary books aloneor with their classmates.